This study examines the interrelationships between secondary school enrolment size, curriculum structure, and resource deployment in the Victorian government school system. It uses an extensive body of school- level data to analyse the effects of enrolment size on the allocation of teacher time to and within secondary schools. Based on a review of the scale economies literature three potential sources of scale economies in secondary schools are identified: indivisibilities in the supply of specialist facilities and personnel; the gains from teacher specialisation; and the opportunities that large schools have to provide more comprehensive curricula. The existence of these factors is investigated through a detailed analysis of teacher time deployment in schools of different sizes. A model is developed that makes explicit the linkages between curriculum provision and teacher time use. Based on this model and a review of the literature four main hypotheses are proposed: that the rate of increase in curriculum breadth and depth will decline as schools increase in size; that there will be a positive relationship between school size and the percentage of teacher time allocated to class teaching; that there will be upper limits to the extent that teachers specialise in the nature of their classroom teaching; and that the relationships between average class size and school size, and between per student expenditure on teachers' salaries and school size, will be hyperbolic in nature. As well as investigating these hypotheses at the whole- school level, the relationships between the size of the enrolment group in years 7 to 10 (the junior year levels) and years 11 and 12 (the senior year levels) and curriculum provision in those year levels are also analysed. General support is found for each of the major hypotheses. Although large schools provide more comprehensive curricula than small schools at a lower per student expenditure, it appears that once schools exceed about 800 students in size the curriculum and financial advantages of further increases in school size are relatively limited.